Visão sistêmica na Educação Básica: uma proposta de inclusão escolar

Abstract

This article presents and discusses the High School Term Paper (Trabalho de Conclusão do Ensino Médio – TCEM) developed at the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) at Universidade Federal de Goiás (UFG), between 2017 and 2018, with the approval of an examination board in 2019. Data were collected during meetings organized by a high school senior and three other scholars, under the guidance of the coordinating researcher. Entitled AEE: alegria de estudar com equidade (joy of studying with equity), the project attended students from the 6th to the 9th grades, through free admission, out of school schedules, aiming to promote integrative activities between people with and without disabilities. The proposal was orientated by the systemic paradigm that, according to Vasconcellos (2002), is based on three axes: complexity that occurs in the relationship between the observer and his context, with a focus on the observed object; instability that implies the recognition that the object is being, and not simply is, admitting, therefore, the malleability of what is studied or observed; and intersubjectivity that refers to knowledge as always being unfinished, as it consists of conceptions arising from collective experiences that are slowly integrated into a large tissue. Observations and analyzes show that, despite the intervention carried out by those responsible for taking into account Mantoan's formulations (2003) on school inclusion, which focus on respecting singularities and on valuing individual potentialities, in most of the process during group activities attitudes of discrimination, segregation and disrespect were noticed, mainly motivated by the desire for competition and overlapping the others.